Mathematics and power: an alliance in the foundations of mathematics and its teaching

A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10

“…First, stakeholders should agree upon what makes different word problem-solving strategies valuable or superficial. This issue further leads to philosophical questions on equity (Khisty & Chval, 2002) and power (Kollosche, 2014) in mathematics education. Second, since primary and secondary teachers do not necessarily have the prerequisite knowledge and skills to apply and teach genuine modeling in word problem-solving, professional development trainings may and should address this second issue.…”

Refusing mathematics: a discourse theory approach on the politics of identity work

“…Epistemologically, the objectivity of mathematics lies in the fact that different people, applying the same mathematical theory to the same problem, are expected to obtain the same results. Some mathematicians invest a lot in order to realise this expectation, such as refraining from embracing the contingency and ambiguity of a social or physical reality, talking only about well-defined objects and accepting only proven statements (Kollosche 2014). From the perspective of this hegemonic discourse, Anja's connection with school mathematics as a lack of togetherness appears consistent, and her pursuit of a collective learning of school mathematics all the more hypothetical.…”

“…Especially the administrative character of sitting still and doing concentrated work in silence resembles the ideal type of the bureaucrat who acts without compassion as a mechanical mind-worker (Weber 1921(Weber /2008. The teaching-to-the-test philosophy explicitly orchestrated by Anja's mathematics teacher might prove functional to that end, excluding Anja from a bureaucratic career, which she might eventually dislike and resist (Kollosche 2014). However, it also inhibits all possibilities of further articulating areas of relevance of school mathematics such as reasoning, tackling a theoretical problem collectively, learning to organise working processes, or enduring chaotic frustrations.…”

“…The denial of the body is reminiscent of Weber's (1921Weber's ( /2008 conceptualisation of bureaucratic administration, which demands "formalistic impersonality" and work "without hatred or passion", "without affection or enthusiasm", in short, without any "personal considerations". Although it is unclear whether school mathematics is merely mirroring the bureaucratic organisation of school here, or if it can be understood as an institution for preparing and selecting adolescents for work in administration (Kollosche 2014), it becomes clear that Anja's classroom requires a certain kind of identity, one which values a certain disciplining of the body for mental work.…”

Curiosity killed by SATs: an investigation of mathematics lessons within an English primary school

“…Some researchers, for example, have aimed to consider the construction and reproduction of gender through the teaching of mathematics (Epstein, Mendick and Moreau, 2010;Llewellyn, 2009;Walkerdine, 1989;1999). Other authors such as Kollosche (2014), have focussed upon the subject-matter of mathematics, in particular, how logic and calculation reproduce particular world views. Such theorising aims to move away from the psychological individualisation of mathematical education, in order to position the subject as a function of the "community that embraces it and evolves in relation to the needs expressed and tasks performed" (Brown, 2008;p.243).…”